Gateway Sweden AEO CONCEPT WITH A HORISONTAL VIEW & APPLICATION Reflections and experiences gained
Computing at School in Sweden - Experiences from ...
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LUND UNIVERSITY
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Computing at School in Sweden - Experiences from Introducing Computer Sciencewithin Existing Subjects
Heintz, Fredrik; Mannila, Linda; Nygårds, Karin; Parnes, Parnes; Regnell, Björn
Published in:Informatics in Schools. Curricula, Competences, and Competitions /Lecture Notes in Computer Science andGeneral Issues
DOI:10.1007/978-3-319-25396-1_11
2015
Link to publication
Citation for published version (APA):Heintz, F., Mannila, L., Nygårds, K., Parnes, P., & Regnell, B. (2015). Computing at School in Sweden -Experiences from Introducing Computer Science within Existing Subjects. In A. Brodnik, & J. Vahrenhold (Eds.),Informatics in Schools. Curricula, Competences, and Competitions /Lecture Notes in Computer Science andGeneral Issues (Vol. 9378, pp. 118-130). Springer. https://doi.org/10.1007/978-3-319-25396-1_11
Total number of authors:5
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Download date: 08. Apr. 2022
Computing at School in Sweden –Experiences from Introducing ComputerScience within Existing Subjects
Peter ParnesLuleå TekniskaUniversitet
Fredrik HeintzLinköpingsuniversitet
Linda MannilaÅbo Akademi& Linköpingsuniversitet
Karin NygårdsSjöstadsskolan
Björn RegnellLunds TekniskaHögskola
Bebras in Sweden3
• International problem-solving challenge on computational thinkingarranged annually in November.
• Initiated in Lithuania 2004,Sweden has officially arrangedthe contest since 2012
• Fun and motivating tasks, aimedat raising interest in computerscience among children andyouth aged 8-18
• 2014: 925 000 participants from35 countries (Sweden: 7 059)
Linköping5
• Innovation project on Introducing Computational Thinking in K-9
– Developed a two-part workshop for teacher training
– Developed teacher activities in 4 different subjects together with the teachers
– The municipality is very active and interested
• CoderDojo
– Voluntary initiative to provide creative and fun programming activities for kids 7-17where the kids drive their own learning with support from mentors
• Kodcentrum
– Private initiative providing a programming course to kids based on Scratch
• EU Code Week
– Cooperation between the university, the municipality and the local science park
Luleå: Background6
• Luleå University of Technology in close collaboration with LuleåMunicipality.
– Professor Peter Parnes and Principal Agneta Hedenström
• Goal: Get more teachers, principals and school leaders involved indigitalization in schools through:
– Hands-on work and peer-learning
– Mixing Maker Culture, Computational Thinking and EntrepreneurialLearning
– Focus on the gender issue and getting more young females interestedin ICT and STEM.
Luleå: Examples of Activities7
• Pedagogical Pubs with TeachMeet
– Inspirational talks and teachers presenting to each other
• Open Educational Workshops, CS4HS Luleå 2014
– Give educators hands-on experience with modern technology
• Student Inspiration – EU Code Week, Hour of Code and School Visits
• Making in Schools – Luleå Makerspace and the Skaepiedidh Project
– Create meeting places for Making in schools and collect goodexamples on a national platform for making: www.skapa.how.
• Develop teachers’ educational programs with Computational Thinkingand Making
Lund8
• LTH Science Center "Vattenhallen" started aproject called "Programming foreverybody" (PfE) in 2012, funded by LTHand a donation from the LMK foundation.
• The project develops a free and openpedagogical concept including a series ofprogressive challenges using turtle graphicsin the modern & professional Scalaprogramming language and the open sourceprogramming tool Kojo for young learners.[See links in the paper]
Lund9
• Since the PfE project started, more than10'000 young learners have experiencedprogramming using our challenges in Kojo andScala during visits to our science center.
• More than 150 teachers have passed ourprogramming courses comprising 2-3 half-dayswith assignments in between to try outprogramming in class using Scala & Kojo.
• Teachers then share their experiences witheach other, including new challenges that theydevelop in relation to their specific subjectcurricula wrt existing assessment criteria.
Stockholm10
• Despite the high rate of tech companies in Stockholm, the city isnot very progressive when it comes to development of IT inschools.
• Sjöstadsskolan started to explore the possibilities with CT withinthe curriculum in February 2013.
• Pilot project initiated by politicians within the City of Stockholm,on how to scale up programming in schools on a larger level juststarted.
• The big differences between areas is a challenge.
• The possibilities are great with a lot of knowhow in tech.
• Many initiatives to support girls in tech; Geek Girl Mini, Tech Girl,Girls Code, MakerTjej, Tjejhack and the Tekla Festival.
Lessons Learned11
• A lot can be done with limited resources!
• The concept of computational thinking is very well received. More than programming.
• We mainly advocate introducing programming as part of the existing subjects.
• Private and voluntary coding clubs are becoming popular but can't meet demand.
• Leverage science centers and leisure time centers to reach a wider audience.
• Grass root activities, both from teachers and others, have a large impact.
• The next step is to turn the grass root initiatives and into national policies.
• We have a vision and some pretty good ideas on how to proceed.
• The challenge is to provide the research foundation for computing in school, scale up,and reach out to most schools, teachers and pupils.
Ways Forward12
• Establishing the term "Datalogiskt tänkande" as the Swedish term for computational thinking.
• Engaging as many schools as possible in Bebras, in order to stimulate the interest for computationalthinking.
• Supporting informal activities such as CoderDojos,and Maker Spaces which play an important role in givingstudents hands-on experience with, for instance, programming.
• Collaborating with municipalities wanting to introduce computational thinking at a larger scale.
• Supporting teachers in developing concrete example activities and lesson plans on introducing differentaspects of computational thinking in a variety of subjects.
• Designing concrete suggestions for professional development for teachers on computational thinking, forinstance, in the form of a nation-wide MOOC supported by local study groups.
• Engaging in continuous discussions with teacher education programs in order to introduce at least onecompulsory course on computational thinking for all preservice teachers.
• Developing suitable means for assessing computational thinking, for instance based on Bebras activities.